Intelligence, Educational and Learning Capital, and Domain Impact Level of Activities as Predictors of School Achievement

IF 1.2 Q3 EDUCATION, SPECIAL JOURNAL FOR THE EDUCATION OF THE GIFTED Pub Date : 2018-09-22 DOI:10.1177/0162353218799440
B. Harder, Colm O'Reilly, T. Debatin
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引用次数: 3

Abstract

Intelligence is a well-supported predictor of school achievement, however, it refers only to the cognitive facet of learning determinants. The aim of this article is to contrast the predictive properties of two comprehensive concepts developed within the actiotope model of giftedness (AMG) with that of intelligence. These concepts are educational and learning capital (ELC) and the domain impact level of activities (DILA), which were contrasted with a nonverbal intelligence measure (Raven’s standard progressive matrices). We investigated N = 90 fourth graders from regular classes in a German urban area. Results showed that achievement in German language was better predicted by ELC and DILA than by intelligence, whereas mathematical achievement was predicted by intelligence and educational and learning capital to similar degrees. The AMG concepts also showed incremental predictive power over intelligence. These findings suggest that ELC and, with some limitation, DILA (a) are well suited for predictions of school achievement and (b) capture valuable different aspects of the learning system than intelligence measures. Implications for education and research are discussed.
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智力、教育和学习资本以及活动的领域影响水平作为学校成绩的预测因素
智力是学校成绩的一个很好的预测指标,然而,它只涉及学习决定因素的认知方面。这篇文章的目的是对比两个综合概念的预测特性,这些概念是在天赋(AMG)和智力的活动体模型中发展起来的。这些概念是教育和学习资本(ELC)和活动领域影响水平(DILA),并与非语言智力测量(Raven’s标准递进矩阵)进行了对比。我们调查了德国市区普通班级的90名四年级学生。结果表明,ELC和DILA对德语成绩的预测效果优于智力,而智力、教育和学习资本对数学成绩的预测效果相似。AMG概念也显示出对智能的预测能力。这些发现表明,ELC和DILA(有一些局限性)(a)非常适合预测学习成绩,(b)捕捉到学习系统中有价值的不同方面,而不是智力测量。讨论了对教育和研究的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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CiteScore
3.00
自引率
0.00%
发文量
17
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